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010   $a9783319499062
010   $a3319499068
024 7 $a10.1007/978-3-319-49906-2
035   $a(CKB)3710000001118063
035   $a(DE-He213)978-3-319-49906-2
035   $a(MiAaPQ)EBC4826545
035   $a(EXLCZ)993710000001118063
100   $a20170320d2017      u|         0
101 0 $aeng
135   $aurnn|008mamaa
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 10$aMethodologies of Mediation in Professional Learning /$fby Lily Orland-Barak, Ditza Maskit
205   $a1st ed. 2017.
210  1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2017.
215   $a1 online resource (XV, 167 p. 28 illus.) 
225 1 $aProfessional Learning and Development in Schools and Higher Education,$x2543-0556 ;$v14
311 08$a9783319499048 
311 08$a3319499041 
320   $aIncudes bibliographical references.
327   $aPrologue: Getting to know the book -- Chapter One: Mediation in Professional Learning  -- Chapter 2: Story as 'the telling of experience' -- Chapter 3: Visual as 'illustrations' of experience' -- Chapter 4: Cases as 'records of experience' -- Chapter 5: Video as 'observing experience' -- Chapter 6: Simulation as 'replicating experience' -- Chapter 7: Portfolio as 'documenting experience' -- Chapter 8: Lesson study as 'systematic analysis of experience' -- Chapter 9: Action Research as 'systematic investigation of experience'.-Chapter 10: Information and Communication Technologies (ICT) as 'communicating experience' -- Chapter 11: Putting it all together.
330   $aThis book critically explores the use of nine recognized methodologies for the mediation of professional learning in the context of teacher education: The story, the visual text, the case, the video, the simulation, the portfolio, lesson study, action research, and Information and Communication Technologies (ICT). Drawing on theories of mediation and professional learning, the book establishes connections between theoretical, empirical and practical-based aspects of each of these methodologies. It consolidates a body of knowledge that offers a holistic portrayal of these methodologies in terms of their purposes (what for), processes (how), and outcomes (what), both distinctively and inclusively. Each chapter offers four perspectives on each methodology (1) theoretical groundings of the genre (2) research-based evidence on methodologies-as-pedagogies for mediating teacher learning (3) mediation tasks for teacher education as reported in studies and(4) a synthesis of recurrent themes identified from selected books and articles, including a comprehensive list of publications organized by decades. The last chapter presents an integrative framework that conceptualizes connections and weak links across the different methodologies of mediation. .
410  0$aProfessional Learning and Development in Schools and Higher Education,$x2543-0556 ;$v14
606   $aTeachers$xTraining of
606   $aLearning, Psychology of
606   $aProfessional education
606   $aVocational education
606   $aEducation and state
606   $aTeaching and Teacher Education
606   $aInstructional Psychology
606   $aProfessional and Vocational Education
606   $aEducational Policy and Politics
615  0$aTeachers$xTraining of.
615  0$aLearning, Psychology of.
615  0$aProfessional education.
615  0$aVocational education.
615  0$aEducation and state.
615 14$aTeaching and Teacher Education.
615 24$aInstructional Psychology.
615 24$aProfessional and Vocational Education.
615 24$aEducational Policy and Politics.
676   $a370.711
700   $aOrland-Barak$b Lily$4aut$4http://id.loc.gov/vocabulary/relators/aut$01060022
702   $aMaskit$b Ditza$4aut$4http://id.loc.gov/vocabulary/relators/aut
906   $aBOOK
912   $a9910255117203321
996   $aMethodologies of Mediation in Professional Learning$92510223
997   $aUNINA